LEND Breakout Agenda Monday, December 6, :30 pm - 3:30 pm

Transcription

1 Bethesda North Marriott Hotel & Conference Center LEND Breakout Agenda Monday, December 6, :30 pm - 3:30 pm 1. Introductions Name, Program Activity 2. Achievements & Accolades: CAAI LEND Survey Highlights Steve Hooper, Ann Cutler 3. Training Directors Survey Results: Lessons Learned David Helm 4. Evaluation Information for LEND Clare Wilson, Insight Policy Research 5. Challenges & Opportunities: Looking Forward as a LEND Network Discussion of challenges at individual programs around implementing greater autism training at LENDs. Group suggestions regarding collaborating for greater impact, resolving challenges, and future TA suggestions will be encouraged. Time 1:30 1:45 1:45 2:15 2:15 2:30 2:30 3:00 3:00 3:30 Session Goals: 1. address issues and challenges around the start up of the autism expansion programs 2. brainstorm how best to move forward with specific LEND program agenda 3. discuss ways to best collaborate as a LEND network around autism, including linkages with research, state, and DBP partners Breakout Facilitators: Stephen Hooper, PhD: Center for Development & Learning, Chapel Hill, NC Ann Cutler, MD: University of Illinois LEND, Chicago, IL Crystal Pariseau, MSSW: Association of University Centers on Disabilities, Silver Spring, MD MCHB Staff: Denise Sofka, RD, MPH: LEND Project Officer, HRSA MCHB DRTE Robyn Schulhof, MA: LEND Project Officer, HRSA MCHB DRTE Regional Breakout Agenda

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3 LEND Directors CAAI Survey September 2009 Respondents reported major challenges and successes in implementing Autism Spectrum Disorder (ASD) services and training, as well as the programs they had major collaborations with. Of the 31 respondents, 58% (n=18) received CAAI supplemental funding in 2008, and 42% (n=13) received CAAI funding in Challenges Major challenges for implementing ASD services and training into the LEND program were: Adding ASD to an already full curriculum/training program Not enough time to implement all goals/insufficient prep time Recruitment Economic recession ASD goals not appropriate for some trainees in an interdisciplinary program No systems in place for capturing CAAI data These responses are listed in Table 1 (p. 4). The most frequent challenge reported by LEND directors was adding ASD goals to an established curriculum which was already quite full. Respondents replied that there was inadequate time to fit in autism in an already packed curriculum. Some reported that they had to remove some requirements from the curriculum in order to include the new autism goals. A number of directors also reported that there was not sufficient prep time for the program or that there was not enough time to complete all goals of the program. One respondent said finding time to do everything with limited funds is a real stress. Directors also reported difficulty with recruitment. In two of these four cases where recruitment was a concern, the late notification of the award was a hindrance to recruiting trainees who had already committed to other programs. Some directors also mentioned the economic recession as a hindrance to securing leveraging funds and retaining staff in existing service systems. Some mentioned increased collaborations and partnerships as a way around this problem. Two problems reported by individual directors were that the ASD goals were inappropriate for certain trainees. This individual shared that for certain trainees in the interdisciplinary program, it was appropriate for them to become familiar with issues and information, but implementing diagnosis and screening would not be appropriate. Another individual reported that they did not have systems in place to capture the CAAI data for the report, because they do not normally keep numbers on the information required. 1

4 Successes Major successes in implementing ASD services in the LEND program were: Expansion of autism training in program Funding additional trainees/staff Increased collaborations Creating new programs/projects Expansion of Autism Services in Program Improved Service Provision These responses are listed in table 2 (pg. 6). The most significant success for programs was expanding the autism-specific training in the program. Respondents indicated that funding assisted in creating new centers, expanding curricula, adding additional sessions to didactic training, and creating advanced track for trainees with interest in ASD. A number also indicated that the increased funding allowed for additional trainees and staff to the program. This included funding additional trainees, postdoctoral students, and staff, sometimes from previously unrepresented disciplines. Additional funding also increased collaborations among LEND programs and other programs. These collaborations occurred with MCH agencies, community programs, academic training programs, and medical centers. More detailed information on collaborations is available in the next section. Some directors indicated that CAAI funding led to the creation of new programs and projects, including a program within an existing preschool, a pilot project around autism screening, online training modules, and a series of workshops on autism. Others indicated that they were able to expand autism services through additional clinics. One respondent described the expansion of services through the creation of a Navigator Clinic, which trains individuals to coach families of children with ASD in navigating the service system and understanding and advocating for their child s needs. Finally, two respondents indicated that CAAI funding has already increased service provision. One of these respondents said that training practitioners in autism diagnostic screening has impacted the quality of diagnoses in the state. Another indicated that two of the trainees from their program have already obtained academic positions in which they will be working with children with autism. Collaborations LEND directors reported various types of collaboration, which have been grouped into the following categories: 2

5 Other LEND Programs Local Community Collaborations Title V Agencies State Level Collaborations/ Medicaid Other Health-related Programs Other National Networks These responses are listed in table 3 (pg. 9). The most frequent type of collaboration was with other LEND programs. Other LENDs reported that they had made collaborations at the local and community level. This included collaboration with public schools and local government, as well as community agencies. A number of LEND programs also reported collaborations with Title V agencies and MCH funded programs. State level collaborations included activities such as the development of a severe behavior waiver, partnerships with CMS, and autism-specific service agencies and networks within the state. Health-related collaborations included local chapters of the American Academy of Pediatrics, a developmental-behavioral pediatrics training program, the Center for Disease Control and prevention, and other medical schools. Lastly, some LEND programs reported that they participated in other national networks, including the interactive autism network and the autism treatment network. 3

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7 Table 1. Challenges Adding ASD to a full curriculum/training program... how to integrate the ASD content into our already existing curriculum. The current curriculum is already quite intense... One of the biggest challenges that we have identified is the limited time and coordination problems in ensuring that our clinical trainees receive important and relevant didactic content to accompany hands-on clinical training. The major challenge has been developing a new autism curriculum, integrating it with our existing (and already packed) LEND curriculum revamping the curriculum to put a finer point on a single diagnosis rather than keeping the subject matter and clinic more broad based the ASD training needed to be fit in which was difficult for some due to heavy workloads. Coordinating the new autism training requirements with the existing LEND training requirements. We have had to revise some of the requirements and cut some things from the curriculum. Sometimes it raises the question of why one is emphasizing one disability in the training curriculum. Shifting the focus of our program from our original targets to include both audiology and ASD. The time commitment required of the trainees to cover all the material included in the LEND curriculum as well as the expanded curriculum related to ASD. Recruiting trainees that can dedicate their time to a robust LEND core curriculum and ALSO expand to an addition ASD specialization. Not enough time to implement all goals/ insufficient prep time...implementing this [new Autism] curriculum so quickly. The main challenges have been time, funding and logistics. Finding time to do everything with limited funds is a real stress....not enough time to do screening... Recruitment Since we received money in Sept. many appropriate trainees had already committed to other fellowships, this reducing our opportunity to bring them on board. Recruiting trainees and fellows from racial and ethnic minorities Filling pre-doctoral stipended positions in psychology and speech/language pathology. Notification of the supplement occurred after most of the potential trainees had made commitments for placement for Recruiting trainees that can dedicate their time to a robust LEND core curriculum and ALSO expand to an ASD specialization. Economic Recession Programs serving children with disabilities have faced drastic cuts and there is uncertainty about continued funding. Our clinics have been affected with the loss of some positions and support staff....poor fiscal climate of the state, but the increasing needs in the area of ASD... 4

8 The economic recession has been a definite factor that had limited the availability of other funds that we expected to be able to leverage to carry out some activities ASD goals not appropriate for some in interdisciplinary program Being a broadly interdisciplinary group of trainees, implementing training that allows trainees to screen, diagnose and/or treat children who carry the ASD diagnosis is a bit limited to those disciplines where that is appropriate. All trainees become familiar with the issues and information, but only some can implement. No systems in place for capturing CAAI data We did not have a system for appropriate ASD data collection already in place to collect our year 1 data and ended up revising what we were doing several times to collect that CAAI data that we anticipated we would need 5

9 Table 2. Successes Expansion of autism training in program CAAI funding has allowed expansion of autism training both in the breadth of training provided and the number of recipients of this training....expand on our formal training in autism... We have expanded the long-term and intermediate-term curricula in all disciplines to include more autism detection, diagnosis, treatment content. Since the training has been initiated here, we have been able to train a number of faculty and trainees in ASD diagnostic evaluation where we were previously at a very low level. This has made a significant difference in the quality of the evaluations done in our program. Creation of an advanced track for trainees with a particular interest in ASD Expansion of content related to ASD for all trainees participating in the LEND program.... we have been able to greatly expand LEND trainees involvement and the teaching they receive... We have an expanded formal curriculum on autism and related disorders that is reaching more trainees and is mostly available on line. Established an Autism Research and Training Center that brought together faculty members who were already involved with autism as collaborative partners The expansion has allowed us to provide more content related to ASD to all our trainees and additional trainees and specialized training One noteworthy accomplishment was the modification of the weekly Student Faculty Interdisciplinary Conference to focus on an ASD topic at least once a month. These First Friday sessions were started last year and have allowed each of our new ASD LEND personnel and community partners to highlight their expertise in some aspect of research, best practice, or public policy related to ASDs....ability to integrate curricula and provide expanded learning opportunities to BOTH the core LEND program and the specialization. Funding additional trainees/staff We were able to fund two additional fellows (doctoral students in early intervention) with the expansion funding. They have come to us with an M.Ed. in Early Intervention with a specialization in autism and significant experience in direct service with children with autism. funding for fellows so we don't have to bootleg their funding off of clinical services, Allowed us to bring on staff who are trained to train-the-trainer in assessment and diagnostic tools (both clinical and research validity) regarding ASD. This permits a large number of short-term and intermediate-term trainees to benefit from our staff's expertise We were able to add 5 additional trainees for the academic year and hopefully more next year. The additional funding has allowed us to bring on additional long-term trainees 6

10 across a broader array of disciplines... We have been able to provide funding for the major portion of a psychology post-doctoral trainee to join our ABA section....we also have included a Pediatric Dental student in these clinics, and she plans to utilize our Autism Registry to conduct a survey of families on access to oral health care for individuals with ASD and their families. We have nearly doubled the number of long term trainees going through our LEND program. We have added family trainees and more funding for the family faculty. Recruitment of a new autism fellow as part of our training program. Increased collaborations Most successful has been our ability to develop training activities with affiliates throughout our medical center and our community. This focus has drawn out of the woodwork the many activities and faculty involved in this field previously unknown to us; making the collaborative group much larger over a short period of time. Facilitation of a state wide educational initiative with our MCH Lead agency that reaches medical home providers and educators. We are working with an educational media company to create on-line continuing education modules for broad dissemination.... collaborated with our autism research center to jointly trainees in autism research as well as clinical care of individuals with autism and broader disability issues. This has certainly expanded the research opportunities for LEND trainees and broadened the experience of those doing autism research training...plans to partner with TEACCH for the annual national conference. The program has started many collaborative projects between trainees and faculty that have resulted in new programs, new community resources and publications We have closer collaboration with other academic training and service programs within the very large University of Washington community. [new training for LEND trainees involved] community partners to highlight their expertise in some aspect of research, best practice, or public policy related to ASDs Creating new programs/projects Creation of a new program in an existing preschool classroom Piloting a project with the M Chat and figuring out the on the ground issues Given us resources to develop a 10hr training module on ASD that is used for a broad interdisciplinary trainee cohort. Developed two new courses for core curriculum, Assessment and intervention We have just gotten started, but a success has been the participation of autism trainees in our existing Parents As Mentors (PAM) program, with parents of children with ASDs serving as mentors for autism trainees. PAM families are paid consultants who are paired with trainees. The trainees spend time with the family doing family activities or going to appointments or school meetings. The ASD expansion funding allowed us to bring in more PAM 7

11 consultants whose children have ASDs. Planned for a two day conference on autism Conducted a series of workshops on autism Increased the skill level of our faculty in autism assessment and treatment...resulted in new programs, new community resources and publications Expansion of Autism Services in Program This funding allowed us to establish what we call the "Navigator Clinic" (a more detailed description is available should you wish to see it). This clinic trains our interdisciplinary AFT to coach parents of children with ASD to navigate the service system and to understand and to advocate for their child's individual needs. added a weekly screening clinic and a behavior medicine clinic (behavioral consultation, pharmacological consultation). Improved Service Provision Training practitioners in The ADI and ADOS has had a direct impact on quality of diagnosis in the state Our first graduate class of 17 trainees from 11 different disciplines completed the didactic and experiential training in the summer of 2009 and two of them have already obtained academic positions in which they will be working with children with autism and teaching. 8

12 Table 3. Collaborations Other LEND Programs The Wisconsin LEND team participated in our first retreat in a mentorship role. We have developed activities around issues of ASD for genetic counseling trainees in collaboration with the LEND project at a neighboring LEND project; we also collaborated with the other LEND projects in our state to host an ACT Early Regional Summit; and with these same players, we submitted a minigrant application (which is currently pending) to continue the state-wide work started at that summit. We continue to collaborate with the Kansas, Nebraska, Iowa and South Dakota LENDs for a Midwest Lend fall meeting. Unfortunately, many of our trainees are unable to be away from class on the weekday it is scheduled. We work closely with the Kansas LEND; and are working to develop a PBL on autism that can be shared with several other programs, esp. Utah. As a participant in the Midwest LEND Consortium with Iowa, Kansas, Missouri, Nebraska and South Dakota we have developed the program for our annual Midwest LEND meeting to emphasize ASDs. The meeting is scheduled for October 2009 and the agenda includes presentations and a family panel discussing topics in diagnosis and treatment of ASDs and interactions with families. We are collaborating with the Vanderbilt LEND program in training community physicians in the administration of the STAT, a clinical tool designed to make an initial diagnosis of ASD in order to expedite eligibility for EI services. We collaborated with Kansas on a joint ADOS training workshop with shared costs and participants from both states. The ADOS trainer we used as our consultant was from the Virginia LEND program. Cultural competency dialogue with other Midwestern LEND programs...our ongoing collaboration with our counterparts in Milwaukee and Chicago Technical assistance to the Chicago LEND program We have collaborated with other LEND programs in our area (Pac West) to set up a joint seminar on health disparities. We have also collaborated with the New Mexico LEND to set up a joint seminar on cultural competency... We are going to cosponsor the Region X CDC Autism Summit in 2010 with the Oregon LEND and the UCEDDs from the region. Linked with NE to bring in a trainer in ADOS administration for our faculty and trainees Linked with Mo for collaborative trainee meetings Collaborated with Midwest LEND to focus on autism as a part of the next meeting We have collaborated with our sister UCEDD/LEND in community-based physician training in autism, ASD and related disabilities. It is our hope to ultimately have a statewide system of qualified providers. Our lend has had extensive collaboration with the CAAI state granted, Illinois TAP. Local Community Collaborations New partnership with an inner city public school system. We are in the initial processes of collaboration with local government to create 9

13 a community outlet for services and care within the city as an alternative to the hospital. We are sharing experiences on our mchat screening goal with two other programs in our region. Collaborating with several agencies in town to allow our trainees to make site visits to observe treatment. We have developed a relationship with a local SELPA (Special Education Local Planning Area). We have a special education teacher/trainee who participates on the AFT and the rest of the LEND program as a long-term trainee. They provide experiences with their ACT (Autism Consultation Team). This interdisciplinary team serves the schools in the SELPA by consulting with teachers and school administrators around curriculum development as well as strategies for individual students. The ACT also provided mentoring for our trainees on their term projects. (A more detailed description is also available). Title V Agencies We have a joint Combating Autism Advisory Council with our state Title V Office for Children and Youth with Special Health Care Needs. They hold a CAA state implementation grant. By coordinating efforts, even at the proposal writing stage, we have a very productive synergy. The state program has concentrated on statewide capacity building and are doing a great job of organizing meetings with stakeholders across Washington. We are providing a great deal of the content and facilitation of the meetings. We have always had good working relationships with our state Title V folks, and have takent hat to a new level regarding CAA. Working with Title V agency to develop on-line training for EI personnel to screen children in their programs for ASD and thus to make referrals for assessment and evaluation. LEDBP fellowship funding by MCHB We have an established connection with our Title V agency in which our trainees participate in interdisciplinary clinics that help with diagnosis and long term management of children with ASDs. We are partnering with Florida s Title V program which administers the state s Part C Early Intervention program (ES - CMS). State Level Collaborations/ Medicaid LEND faculty are providing technical assistance to the state for the development of a severe behavior waiver...a statewide CMS ASD task force... partner with CMS to provide Early Intervention programs statewide with training in diagnosis and treatment of children with ASDs and related NDD. We have collaborated with autism service agencies in the state to provide training related to autism. We have made extraordinary strides with our state-based advisory council, the North Carolina Autism Alliance. We had begun meeting prior to receipt of funding and this was reinforced by the Autism Summit Meeting in Nashville. The composition of our group is amazing, and includes nearly every key stake 10

14 holder/office in the state, and the group is energized to move forward on the key issues identified in Nashville. We have constructed an administrative organization that includes three co-chairs, and the specific subcommittees have begun to work in earnest on the targeted goals. At this time, we are meeting monthly. Other Health-related Programs In collaboration with both the Illinois chapter of the AAP Working with DBP training program for additional screening content for webbased screen for pediatric offices in the community. We have added another medical school training program to our list of partners -- we will be sharing our online didactic content with them and will also be providing in-person training/supervision in the clinical settings to enhance their trainees' clinical work with young children who are presenting with questions of a diagnosis of autism. We have established collaboration with CDC (faculty member that gives keynote address at all regional Act Early Autism Summits) and the American Academy of Pediatrics (faculty member on a national committee on autism). Collaborated on training with the state autism education specialty teams to link with physicians to increase the state capacity to conduct autism screens and evaluations. Other National Networks We run the Interactive Autism Network, participate in the behavioral research consortium We are also an ATN site [Autism Treatment Network] so participate through those efforts...atn 11

15 CAAI Meeting LEND Breakout - Dec. 7, 2009 Training Directors Survey Results: Lessons Learned David Helm, PhD (ICI/Children's Hospital Boston LEND) QUESTION: What lessons have you learned about implementing interdisciplinary training in your UCEDD and/or LEND program? That is, what advice would you give to new training directors? Responses: 37 programs, experience range, (21 mention LEND): 8 mo - 24 yr Categories of responses: Trainee Focus, Program Development, Faculty/University, Interdisciplinary Training Summary: Trainee focus: Trainees learn big picture of service delivery & policy, develop cohort of trainees, meet trainees at their level to help them advance in their own leadership skill set, introduce them to families (throughout training), focus on leadership competencies, choose your fellows carefully, develop advocacy skills. Program Development: be flexible, more difficult for UCEDD compared to LEND, use technology, be creative, build collaborations, disseminate to many, build funding sources, use team to build program, keep performance measures in mind. Faculty/University: faculty model ID work, build in time for faculty to meet, build and maintain administrative support, former LEND fellows make great LEND faculty, create win-win situations for departments/divisions. Interdisciplinary Training: be clear on how you define ID training, consistent staff/faculty, it takes time to develop ID training curriculum, build in discussion and group work w trainees so they can work on across-discipline projects, present ideas from all disciplines, build teams, time is scarce so use it wisely. If you've seen one LEND, you've seen one LEND; but you can learn from seeing many LENDs. Summarized from: Interdisciplinary Training Guide (4th Edition). National Training Directors Council, AUCD (anticipated publication: Spring 2010). Editors: David T. Helm & Judith Holt.